Abstract

This study explored the development of technological pedagogical content knowledge (TPCK) in six preservice teachers participating in microteaching lesson study (MLS), focusing on their decisions related to incorporating a technological tool in a content lesson. In MLS (Fernández, 2005), preservice teachers worked in small groups through repetitive cycles of microteaching, reflecting, and modifying a group lesson. Findings indicate that the preservice teachers developed an awareness of the nuances of teaching with technology in a student-centered learning environment, recognized that traditional methods of teaching such as sequencing, pacing and written directions took on special characteristics when technology was involved, experienced a shift in mathematical knowledge from a more procedural to a more conceptual view of technology enhanced mathematics, and experienced working with their peers, gaining practical experience applicable toward future school-based instruction.